Pope, Reynolds and Mueller (2004) defined multicultural competence as "the awareness, knowledge, and skills needed to work with others who are culturally different from self in meaningful, relevant, and productive ways..." (p. 13).  Within the course Multicultural Issues in Student Affairs, I was able to examine key issues related to multiculturalism, diversity, and social justice within higher education, particularly in regards to the cycle of socialization/oppression and the underlying presence of microaggressions. I was also able to reflect on my own identity and whether I existed in a group that was dominant or marginalized. Within their Conceptual Model of the Multiple Dimensions of Identity, Jones and McEwen (2000) explain how individuals have a core identity that is reflective of their race, class, religion, gender, sexual orientation, and culture.  Each of these areas has varying levels of significance to the individual, and therefore the identity we perceive for ourselves and how we are viewed by others may not always align. When interacting with students and other individuals, it is important for me to acknowledge that there is more than what is initially seen. They, like myself, have numerous dimensions to their identity and each of these dimensions have served to shape who they are and how they perceive the world --sometimes positively and sometimes negatively.  By recognizing the different ways identity is formed and how it contributes to one's life experiences, I am better able to serve the needs of others by being a multiculturally competent student affairs professional. 

In order to assist myself in this process, I can utilize the "Characteristics of a Multiculturally Competent Student Affairs Professional" self-assessment developed by Pope, Reynolds, & Mueller (2004). By continuously using this tool, I can identify and develop goals for myself and my office that promote multicultural competence in personal behaviors and actions, as well as in programming for a diverse community of students (Pope & Mueller, 2011).

I was able to apply my multicultural knowledge, awareness, and skills during my time as an intern for the Office of New Maverick Orientation at the University of Texas in Arlington (UTA). I worked collaboratively with orientation leaders to produce what was known as the “College Life Skit,” a short 40 minute play that highlights a variety of situations new students might encounter in college. These situations included roommate conflicts, alcohol abuse, and interactions with diverse individuals (i.e. race, gender, sexual identity). During their training, orientation leaders were informed of the best practices in which to address the concept of diversity when they led the small group session that would occur after the play. Best practices included the dismantling of stereotypes, recognizing the value of diversity in the classroom, well as encouraging participation in diverse types of campus programming.